Authority and convergence in collaborative learning

Hübscher-Younger, Teresa; Narayanan, N. Hari

doi:10.1016/j.compedu.2003.06.003

Cited by 33 publications

(18 citation statements)

References 10 publications

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“…Roschelle (1992) asserts that the crux of collaboration is convergence, and analyzes collaboration as a process that gradually leads to a convergence of meaning between two or more people. Students' representations of authority, however, may lead them to converge too early in developing shared meaning (Hübscher-Younger & Narayanan, 2003).…”

Section: Meaning-makingmentioning

confidence: 99%

Technology in Support of Collaborative Learning

2007

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This paper reviews the research conducted in the last 20 years on the application of technology in support of collaborative learning in higher education. The review focuses primarily on studies that use Internet-based technologies and social interaction analysis. The review provides six sets of observations/recommendations regarding methodology, empirical evidence, and research gaps and issues that may help focus future research in this emerging field of study.

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Section: Meaning-makingmentioning

confidence: 99%

Technology in Support of Collaborative Learning

2007

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“…We found that when students construct their own visual solutions, discussions mediated by these learner-constructed solutions are educationally beneficial. Such discussions lead not only to improved learning outcomes, but also to a stronger sense of community, improved critical thinking skills, and prevention of premature convergence to incomplete knowledge [6][7][8][9]. We believe these benefits accrue because students' motivation and attention increase when they discuss artifacts of their own creation, and because such artifacts serve as powerful mediational resources [17] that bridge the gap between expert and novice understandings.…”

Section: Related and Background Workmentioning

confidence: 99%

Exploring studio-based instructional models for computing education

2008

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While the demand for college graduates with computing skills continues to rise, such skills no longer equate to mere programming skills. Modern day computing jobs demand design, communication, and collaborative work skills as well. Since traditional instructional methods in computing education tend to focus on programming skills, we believe that a fundamental rethinking of computing education is in order. We are exploring a new "studio-based" pedagogy that actively engages undergraduate students in collaborative, design-oriented learning. Adapted from architectural education, the studio-based instructional model emphasizes learning activities in which students (a) construct personalized solutions to assigned computing problems, and (b) present solutions to their instructors and peers for feedback and discussion within the context of "design crits." We describe and motivate the studio-based approach, review previous efforts to apply it to computer science education, and propose an agenda for multi-institutional research into the design and impact of studio-based instructional models. We invite educators to participate in a community of research and practice to advance studio-based learning in computing education.

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“…Convergence on correct interpretations is a goal of collaborative learning (Hübscher-Younger and Narayanan 2003). Knowledge convergence can reflect the social interaction nature of knowledge co-construction.…”

Section: Discussionmentioning

confidence: 99%

A novel approach to assess collaborative learning processes and group performance through the knowledge convergence

Zheng

Chen²,

Huang

et al. 2014

J. Comput. Educ.

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The challenge of assessment in collaborative learning is well known. The major issue is whether the assessment should focus on the individual level or the group level. Traditional assessment approaches only concern about individualized assessment, examination, or coding individual transcripts into speech acts. How to support teachers to monitor and assess collaborative learning processes at the group level has not been systematically addressed. This paper aims to design a new approach for assessing collaborative learning processes and group performance through the lens of knowledge convergence. We use the innovative knowledge map approach to analyze the degree of process and outcome convergence so as to provide insight into the qualities of collaborative learning processes. A total of 94 undergraduate students participated in this study. The empirical results indicate that the qualities of process can be quantified by the number of activated common knowledge and the degree of process convergence. The degree of outcome convergence can be used as an effective indicator for assessing group performance. Implications for instructors to facilitate knowledge convergence in collaborative learning are also discussed. The major contribution of this study is the design of a 167-185 DOI 10.1007/s40692-014-0009-7 novel approach to assess a collaborative learning process and outcome by analyzing the degree of knowledge convergence.

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Authority and convergence in collaborative learning

Cited by 33 publications

References 10 publications

Technology in Support of Collaborative Learning

Technology in Support of Collaborative Learning

Exploring studio-based instructional models for computing education

A novel approach to assess collaborative learning processes and group performance through the knowledge convergence

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